Whether you've heard it explicitly said or not, retention of information is a key issue in the design and execution of a training session or training programme series. The issue of fostering retention in general is a topic of vibrant discussion among educationalists. Even in a modern context where we all have information at the tips of our fingers and simple assessment of recall is becoming less of a focus area in education as a whole, an adequate level of retention is necessary for competence and understanding to emerge.
If you’ve spent any time delving into the theory behind corporate training you’ve probably heard of the “forgetting curve”. An observation first proposed by psychologist Hermann Ebbinghaus in the late 1800s. The least you need to know about the forgetting curve is that it shows how quickly people forget new learning. An hour after training half of the information is gone. After a day 70% is missing. By the end of the first week only 10% of that knowledge is retained.Yikes, that’s a lot of wasted time, potential and of course money! Are you just wasting your time with training in the first place? The answer is “no” and it doesn’t have to be this way.
A key component of any training exercise is the retention of new information. Trainees are exposed to facts and techniques which they are expected to apply in practical contexts. As human beings we make use of our brain's ability to retain information for later use, but remembering something is very different from saving something to a computer flash drive. Yet many training programmes treat human memory exactly as if it were computer storage. In order to promote retention of information in trainees it’s important to understand some key facts about how our memory works and the ways we can apply that knowledge to become better at training in general.
“If you cannot measure it, you cannot manage it” – Peter Drucker
Today we're pleased to announce the release of Training Checklist for Groups.
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